Learning Designs and Teaching Strategies
Results for Learning Designs and Teaching Strategies
A collaborative project that will result in the delivery of a professional development programme to provide enhanced support for educators working with Māori and Pasifika learners in adult literacy and numeracy.
Simplifying embedded literacy and numeracy for tertiary tutors: Practical ideas and resources for teaching and learning
Evaluating the effectiveness of support interventions for dyslexic learners in multiple learning environments
This project explores what interventions work best to assist adults with dyslexia in multiple environments including the home, classroom, and workplace.
This collaborative project between Victoria University of Wellington and WelTec had the goal of assisting tutors at New Zealand polytechnics to meet the literacy needs of all students, and in particular, Pasifika students.
This project, jointly funded by the Teaching and Learning Research Initiative (TLRI) and Ako Aotearoa aims to improve the tertiary education outcomes for mathematics learners.
Building of an earlier Ako Aotearoa Regional Hub Project Fund project, (Luafutu-Simpson, P. et al., 2015), this collaborative project is focused on the implementation and monitoring of a Pasifika Success Toolkit in the Canterbury tertiary education organisations (Canterbury, Lincoln University and Ara Institute of Canterbury) . The longer view is to share the successful work and generalizable findings across, ideally, sub-sectors.
This project evaluates a pilot intervention programme that aims to develop student numeracy and address the concern that many students enter university with low mathematics competency and experience difficulties with quantitative papers
This project will explore high achieving university students’ conceptions of ‘good teaching’ and ‘effective learning’ in lecture and tutorial settings, using focus group discussions, critical incident technique and photovoice.
In this project, we investigate supporting mechanisms for active video watching, in order to improve students’ presentation skills. The project involves a collaborative team of academics from the University of Canterbury, the University of Leeds (UK) and the University of Adelaide.
This project will track the success of engineering students who attended a flipped classroom in their first year of study and compare their progress to individuals who undertook an equivalent class in a traditional setting.